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Format: 2-3 pages; 12 pt. standard font; Times New Roman; 1 inch margins all sid

by | Jun 23, 2022 | Literature

 

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Format: 2-3 pages; 12 pt. standard font; Times New Roman; 1 inch margins all sides plus Works Cited page; typed and double-spaced; name, date, and original title, paragraphs indented.
Assignment: A summary-response to Karl Dean Squire and Matthew Gaydos’ essay “No, Fortnite Isn’t Rotting Kids’ Brains. It May Even Be Good for Them.” I have included the Works Cited information at the end of the essay. When you quoting aspects of Squire & Gaydos’ essay, be sure to cite them in the following was: Squire and Gaydos contend that “…” (par. 6). Please remember that the period goes AFTER the in-text citation NOT BEFORE it. Use the verbs that introduce quotes and paraphrases that I provided you earlier in the semester to introduce your quotes. Please remember that you cannot simply respond with “I agree” or “I disagree”. This is not acceptable. You must give quote specific sentences from the essay and develop your ideas.
Specifics:
A summary-response essay gives writers the opportunity to express their understanding of another author’s ideas and evaluate them in an objective and logical way. Summary-response essays are similar to other academic essays: there is a thesis that the writer supports and develops. The difference is that in this type of essay, writers reflect on an author’s ideas.
A summary-response essay has the following organization:
A. An introduction that includes:
1. the title and full names of the authors of the text you will summarize and respond to;
2. background information on the topic;
3. the authors’ main idea;
4. a thesis that gives your main response to the text. (ie. “I found Green’s overall argument convincing, but I was confused in some places.”) This is an example. I don’t want to see you using this!
B. A summary paragraph of the authors’ essay that includes:
1. the authors’ main idea;
2. supporting ideas that illustrate the idea well, such as important examples, evidence, and information from the text.
C. Response paragraphs: Each paragraph responds to a different point in the article that you feel strongly about. Response paragraphs include:
1. a topic sentence that identifies whether you will support, criticize, or illustrate a point the author makes;
2. your own critical analysis of the point using examples and supporting details;
3. evidence from your own observations or those of other authors.
D. A conclusion that includes:
1. a brief summary of the text’s main idea;
2. a restatement of your thesis;
3. a concluding statement, such as a comment, prediction, or call to action.
Important Points to Remember:
Introductory Paragraph:
The introductory paragraph presents your readers with important background information about the article. Your readers probably have not read the article, so you need to give credit to the author and provide enough context to help readers understand the topic and the author’s point of view. Be sure to include the following information:
A. the author’s full name and title of the source essay;
B. the author’s main idea in your own words;
C. background information about the audience and purpose of the text;
D. a thesis statement that states your response to the main idea of the text.
Summary Paragraph
Your summary paragraph will be structured like any other paragraph in an academic essay: with a topic sentence and supporting information. It will include the following information:
A. a restatement of the author’s main idea;
B. key supporting ideas from the text in your own words;
C. details from the text such as examples and short quotes that support the main idea.
Your summary paragraph should not include:
A. your own opinions about the author’s ideas;
B. details from the source that are irrelevant;
C. emotional language; you need to be neutral and avoid overly strong words.
Response Paragraphs:
In these paragraphs you will give your objective responses to, and critique of, the source in terms of the quality of the writing and the ideas.
Each paragraph will respond to a different point in the article. The topic sentence states the point to be discussed. It can be supported in any of the following ways:
A. a reflection of what it means based on your knowledge of the world;
B. a personal connection to an idea through an example;
C. question(s) you may have;
D. connections between an idea and the ideas of another author;
E. strengths or weaknesses in the author’s reasoning.
Concluding Paragraph
The concluding paragraph restates the author’s main idea and your thesis. It ends with a few final comments that give your readers something to think about after they read, such as a prediction or a call to action.
——————————————————–
THE STORY
No, Fortnite Isn’t Rotting Kids’ Brains: It May Even Be Good for Them
by Kurt Dean Squire and Matthew Gaydos
Vocabulary
Pokemon: A Japanese media franchise released in 1996 that includes
cards, television, and movies.
xenophobia: fear or hatred of foreigners
bystander: an onlooker
socialize: to mingle with others; to make friends
toxic: poisonous
hijinks: lively, carefree behavior
alienation: the state of being isolated
Kids around the country, if not the world, spent the year mimicking
Fortnite dances, discussing Ninja’s scoperless-sniper rifle shots, and being
generally obsessed with the popular video game. Is Fortnite something we
should be concerned about?
What does research say about this latest kid obsession?
As researchers, educators, gamers, and parents whose kids play
Fortnite, we see little to be concerned about with the game, but some things
that could be encouraging. Playing video-game shooters, we now know, is
not a major contributor to youth violence. Granted, kids’ enthusiasm for
Fortnite can be a little much, but we are old enough to remember Garbage
Pail kids and have playedPokemon.
For kids, coming home and playing Fortnite is very similar to playing
army men in the woods and building forts. From purely a safety standpoint,
playing digital laser tag is probably safer than having crabapple battles with
garbage can lids as shields like we did, or shooting each other with BB guns.
In fact, as a play experience, there are parts of Fortnite that may even
be valuable. Fortnite is, in many respects, a classic “third place” –a place
that is neither home nor school, but where kids can socialize and play
beyond the watchful eyes of parents or teachers. These are places where
kids learn to negotiate conflict, become independent,and explore what kind
of person they want to be. They are important experiences that we too
often design out of kids’ lives through structured activities and all of the
shuffling back and forth we do in today’s busy world.
This isn’t to say that we should just let kids go it alone online. Recent
news highlights how racism, xenophobia, and bullying have come out of the
shadows and are thriving online. It’s more important than ever that we talk
with kids about what is appropriate behavior, what’s acceptable humor –and
what’s not.
In our work with Esports in California’s Orange County school system,
we’ve seen that one of the best things educators can do is bystander
training. That is, we can teach kids appropriate ways to respond when they
see distrustful, harassing, or harmful behavior. Researchers have found that
interrupting inappropriate behavior, publicly supporting the harmed person,
and calling for help when appropriate are useful ways to combat toxic
situations.
Can we really blame kids for being so taken by Fortnite? The gam
itself –a combination of army guys, building forts, and king-of-the-hill
battles –would have taken place with sticks or toy guns in the vacant lots or
wooded areas that are increasingly designed out of today’s suburban
neighborhoods. Further, many children do homework or are engaged in
extracurricular activities until long after the outside lights come on, which
means that online spaces are the last available place to socialize.
We are lucky to be writing this from a neighborhood where there are
still undeveloped spaces where kids roam on bikes and play these same
games offline with Nerf guns. Research shows that, if anything, access to
these informal play spaces is good for you. Strong communities, peer
relationships(including those forged through gaming), and belonging
(including to groups like gaming guilds) can maximize youths’ resilience
against issues such as substance abuse and depression.
As researchers with decades of experience studying youth and games,
we encourage educators to look beyond the immediate content of the game
(its characters and themes), and focus more intently on what kids are doing
with it. Are kids making new friends? Becoming more confident? Or are
they becoming more withdrawn? Are they picking up any toxic or negative
views? Are there signs that game play might be an indicationthat
something else in their lives is wrong?
Although there are no established links between games and violence,
there are some obvious connections between gaming too much and wider
problems. More than 25 hours of gaming per week while also in school is
not a sustainable schedule, for example. Wrangling over what extent games
are the cause or the symptom somewhat misses the point; unhealthy game
play can be a signal. When one of us was teaching middle school, he saw a
student online after midnight and used that as an opening to ask if everything was OK at home. It turned out that the student’s parents were
getting divorced. The occasion was a good chance to talk through how the student was dealing with it, and how he could manage it better.
Similarly, there are some indicators that not playing games can be a
problem if kids are being left out of important socializing experiences. Being
left out of the nightly hijinks and inside jokes about new Fornite dances is
not only not fun, but can lead toward broader alienation. There is some
evidence that youths (especially boys) who are not gaming at all can
become disconnected and enter down bad paths.
Rather than focusing on what games kids are playing, we should
attend more to who they are meeting and gaming with online, what type of
talk they are engaged in, and what kinds of groups they are becoming a part
of. Online peer groups can lead to strong, lasting friendships, but they can
also be toxic and evolve in less healthy directions –just like offline ones. As
with most issues around education, we hesitate to give rigid advice, other
than this: Get to know and stay connected to your kids, make spaces for
them to write or read around their interests, and engage them in
conversations around their gaming whenever possible. Many young people
are eager to talk about their games and can be brought into conversations
about how to manage their gaming productively
If you are feeling bold, you might see if your school has a gaming club
or would be interested in sponsoring one. Gamming together is one of the
best ways to build trust outside the classroom that can spill back in and
create a positive learning climate.

 

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